
OBJECT-TEACHING 



OR 



WORDS AND THINGS. 



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OBJECT-TEACHING 



OR 



Words and Things 

BY 

T. G. ROOPER, Esq., M. A., H. M. I. 

AUTHOR OF "a POT OF GREEN FEATHERS." 




SYRACUSE, N. Y. 

C. W. BARDEEN. PUBLISHER 
1892 

Copyright, 1892, by C. W. BARDEEN 






Bequest 



This work is published at the sugges- 
tion of W. T. Harris, LL. D., Commis- 
sioner of Education. 



Object Teacliing-, or Words and 
Tilings. 



" Her eyes are open; 
Aye, but their sense is shut."- 

On a particular occasion during the re- 
cent visit of the Empress of Germany to 
London it became the duty of the report- 
ers of the public journals to describe Her 
Imperial Majesty's dress. Subsequently 
the Globe collected the descriptions of the 
costume as they were given by different 
reporters, to this effect : — 

The Times stated that the Empress was 
in "gold brocade," while, according to 
the Daily News, she wore a " sumptuous 
white silk dress." The Standard^ however^ 
took another view: "The Empress wore 
something which we trust it is not vulgar 
to call light mauve." On the other hand, 
the Daily Chi'onicle was hardly in accord 
with any of the others : " To us it seemed 
almost a sea-green, and yet there was now 
a cream and now an ivory sheen to it." 



THE POT OF GREEN FEATHERS. 

No wonder that the Globe asks emphati- 
cally, "What did the Empress wear?" 
This incident seems to me another illus- 
tration of what I tried to explain in a 
brief paper, which I named, " The Pot of 
Green Feathers." I tried to prove in that 
paper that we do not, as common sense is 
apt to suppose, learn directly from an ob- 
ject that lies before us nearly as much as 
we seem to do. I showed that the mind 
of the beholder, with its existing stock of 
ideas, adds to the impressions which it re- 
ceives from the object as much or more 
than it actually receives from them . Many 
impressions which seem to enter the mind 
directly from the object really make their 
way in only mediately, as the result of in- 
ferences and combinations made by the 
mind itself. Something is supplied by 
the object and something else is supplied 
by the mind. 

The consequence is that our knowledge 
of an object is not, as it seems to be, en- 
tirely determined by the object, and the 
•statement that *'the senses are the gate- 



ways of knowledge " must be accepted as 
one which conveys only a partial truth. 
"What/' says somebody, ''can I not be- 
lieve my own senses?" "Certainly," I 
reply, ''but only if you carefully distin- 
guished between the actual gifts of the 
senses and your inferences from those 
gifts." The process of interpreting im- 
pressions was popularly explained in the 
aforementioned paper, but those who wish 
to see the question much more philosophi- 
cally treated should read Mr. Stout's arti- 
cle on Apperception in a recent number 
of Mind. I propose in my present paper, 
to assume a knowledge of this process and 
to proceed a little further in the applica- 
tion of psychological principles to educa- 
tional practice. My intention is to ex- 
plain what I know of Object Teaching— 
that kind of teaching which ought to be 
the foundation of all learning, however 
abstract and advanced. 

WHAT OBJECT TEACHING IS. 

Object Teaching has so much in com- 
mon with other kinds of teaching, es- 
pecially with language lessons and infor- 



8 

mation lessons, that it is frequently con- 
fused with them. The distinction between 
them is, however, of the utmost import- 
ance, and the true nature of Object Teach- 
ing can hardly be made clear without 
drawing the distinction. 

THE RELATION OF WORDS TO THINGS. 

My first point, therefore, will be to show 
what Object Teaching has in common with 
language teaching, or in other terms, the 
relation of Words to Things. 

If an object be presented to our eyes for 
the first time we cannot at once obtain a 
clear vision of all its separate parts and 
qualities. By fixing our attention we be- 
come aware of a number of different parts 
and qualities, which we make out one after 
the other in more or less rapid succession ; 
but the mental image of the object which 
we obtain in this way is far from clear or 
well defined. The object as it is first 
viewed by the inner vision is like a mass 
of hills in a sea of mist. Just as the num- 
berless summits are there massed together 
into one ill-defined elevation of land, so 
the parts and qualities of the objects are 



9 

massed together into a vague multitude 
about which we can say little that is 
precise. 

THE PROCESS OF ANALYSIS. 

The process of arriving at definition 
and precision is one of analysis. Out of 
the confused mass of impressions, first 
one emerges into clearness, and then an- 
other, until the division of the whole is as 
complete as our mind can make it. The 
process of analysis of an unfamiliar ob- 
ject is far from easy, because each sepa- 
rate quality and part exists in the object 
as a portion of an undivided whole, 

A piece of lump sugar, for instance, is 
to a young child a composite whole which 
he cannot analyse for himself. Older per- 
sons can say that it is white, hard, sweet, 
sparkling, and crystalline, but we cannot 
present to the child the whiteness, or the 
hardness, or any of the other qualities as 
separate objects outside and independent 
of the lump. We can only place beside 
the sugar other white things, such as salt, 
milk, fat, cotton, and direct attention to 
the quality which they have in common, 



lO 

namely, whiteness. In this way only we 
can guide the child to make for itself the 
mental effort which is needed for reaching 
the abstract conception whiteness, and if 
we wish to lead him to the conception of 
hardness, sweetness, and the rest, we must 
proceed in the same way. 

IMPORTANCE OF LANGUAGE. 

The process seems to prove that lan- 
guage is practically essential for success 
in such acquisition of knowledge, and the 
truth is as we shall see more and more 
clearly in the sequel, that apart from 
" words" there are for human science no 
"things", because the analysis of a whole 
into its parts can proceed but a very little 
way without words. When we take notice 
of the various parts and qualities of an 
object and give each a name successively, 
what is there to fix these parts in the mind 
as complements of one whole, but the 
name which we give to the whole object? 
Essential as the word is for analysis, it is 
quite as necessary for synthesis — that is 
for re-uniting in thought what our thought 
has separated. 



II 



NEW IMPRESSIONS MERELY OBJECTIVE. 

There is another mental process which 
the word greatly assists. In the presence 
of a new object, if it is sufficiently start- 
ling in its nature, we forget ourselves and 
are lost in the object. Self-consciousness 
vanishes. We can no longer say "That is 
an object, and this is I." We are in that 
strange condition of mind which super- 
venes when we witness a fine soliloquy 
well acted on the stage— say, Hamlet's '* To 
be or not to be", or a love scene. If the 
actors are really successful, the scene be- 
fore us does not seem to be going on in 
our presence. The thought of ourselves 
as present would be a disagreeable feeling 
of intrusion. 

ENTRANCE OF THE SUBJECTIVE. 

In certain states of mind the inner and 
outer are blended into one. When the 
consciousness of the distinction between 
the " I " and the " not I ", that is between 
the " I " and the object, begins to arise, it 
is language which defines and renders 
permanent the distinction. Disturbed by 
a sudden peal of thunder in the night, we 



12 

wake in a confused state of mind till the 
word "thunder" occurs to us, and seems 
to extricate us from the feeling of " not 
knowing our own selves ". 

SPEECH THE DELIVERANCE OF THE 
UNDERSTANDING. 

In this way it comes about that speech 
may be regarded as an act of deliverance 
for the understanding. When from amidst 
the whirl of sensations which crowd in 
upon it, or from the over-powering effect 
produced by a single group of impres- 
sions, the mind has obtained mastery over 
itself and reduced confusion to order, 
there arises a feeling of triumph which 
finds expression for itself by means of 
words, and often by gestures as v/ell. The 
internal sense of victory re-acts upon the 
body, and the body reflects the feeling of 
the mind. The re-action of the mind on 
the bodily organism causes the utterance 
of the word, and now there are present in 
the consciousness two things — the object 
known and the utterance of the sound or 
the name of the object. These two are 
intimately associated, and so strong is the 



13 

association that afterwards one alone, if 
both are not present, calls the other into 
consciousness. I see, for instance, a lake 
before me, and I cry " Windermere." Or 
I read of Windermere in a book, and I 
think at once of my mental image of the 
lake ; I see a view of the lake in my mind's 
eye. 

WHEN WORDS ARE SIGNIFICANT. 

This association occurs where the knowl- 
edge of the object and of the name of the 
object have been associated in acquisition. 
Where word and object are thus associated 
the word is in a special way the mark or 
indication or sign of the object, and such 
words are significant words in a special 
sense of the word significant. The utter- 
ance of them is weighted with a men- 
tal reproduction of the thing signified, 
and it is by no means so rapidly or so 
easily made as the utterance of a word 
that reproduces no mental image, and is a 
mere sound. If words were more signifi- 
cant in this sense than they are to most 
people, orators would use fewer of them ; 
for really significant words, inasmuch as 



they thus carry weight, pass much more 
slowly through the mind than the others 
which are as empty ships that float lightly 
and sail quickly, owing to the absence of 
cargo. 

THE WORD MEDIATES. 

The word then mediates between the 
mind and the object. The object is with- 
out us, and the knowledge of the object is 
within us. Between the inner and the 
outer, that is between the object and our 
knowledge of the object, comes the word 
as a support to the mind in mastering the 
object. By means of the word the mind 
can set itself opposite to the object, and 
separate itself from it more completely 
than during the actual contemplation 
which precedes recognition of an object. 

DOUBLE NATURE OF THE WORD. 

The spoken word is well suited for 
mediating between mind and object, be- 
cause of its double nature. It is on the 
one hand physical and outward, being the 
product of the bodily organism; and on 
the other hand inward and immaterial, be- 
cause it is called into being by the mind> 



15 

and expresses an inward impression. In- 
asmuch as the nature of the spoken word 
is inward, it is related to inward impres- 
sions ; but inasmuch as its nature is also 
outward, being a physical thing, it helps 
the mind to present to itself its inward 
impressions as outward objects. Every- 
one may notice that as soon as a young 
child has once recognized and named a 
particular object (^no matter whether he 
invents a name for himself or imitates his 
mother^, he loves to keep on repeating 
the name as often as he sees the object. 
The pleasure of recognition is marked by 
the utterance of the word. 

SIGNIFICANCE OF A NAME. 

However long we regard an object we 
do not take in all that can be known abou t 
it, but only so much of it as we ourselves 
are able to comprehend. A name, in the 
same way, does not indicate all the quali- 
ties of a thing, but only the most promi- 
nent. The baby child calls his dog 
" bow-wow " ; that is to say one single live- 
ly impression, that of barking, is named 
and taken to represent a large collection 



i6 

of impressions. A number of separate 
impressions are by means of the word 
"bow-wow" converted into a concise 
whole, and in place of several separate 
items of observations made successively 
and often at long intervals, we now have 
in the word or name a brief summary of 
them recalling the whole. 

CLASS NAMES. 

The word which thus summarises for us 
what we know of an object serves as a 
fixed point around which we can group 
all else which we may afterwards learn 
about the object. The child hears the dog 
bark, and sees it run, jump, pursue, catch 
flies, and worry the cat, and the name dog 
in the end calls up all these qualities. 
Then inasmuch as the child sees other 
dogs behaving like his own, he uses the 
name dog to describe the whole fused mass 
of similar impressions, and " dog " be- 
comes a class name. Every fresh impres- 
sion about a dog which the child acquires 
is associated with the name "dog", which 
thus collects a wider and fuller meaning. 
The word then may be regarded as a net 



17 

spread by the mind to catch the results of 
new observations and retain them. The 
word "mountain", for instance, remains 
the same, although after seeing t?ie Lake 
Mountains in England, the mountains of 
Central Europe, and the Swiss Mountains, 
my conception of the thing changes very 
considerably. 

ETYMOLOGY SUBORDINATE. 

Words in this way lose something of 
their original meaning. "Wolf" meant 
originally "the tearer ", and "mouse" 
meant "the thief". " Lady " meant ^per- 
haps) ^' bread-kneader". Who thinks of 
such meanings now? Thus it is clear that 
the current meaning of a word often de- 
pends upon the connection in which it is 
used at the time, and not upon its etymol- 
ogy, as is amusingly shown in the little 
invitation and acceptance of two French 
ladies which I read lately in a French 
comic paper : — " Voulez \o\xs five-o' docker 
chez moi?" " Avec plaisir. Mais a quelle 
heure.^" * 

* " Will you take five o'clock tea with me?" — " With pleasure ; 
but at what hour ?" 



i8 



SIGNIFICANCE BECOMES RICHER. 

The word then, briefly to resume its 
uses, aids us to analyse an object into its 
component parts. We look at a dog and 
see it sometimes running, sometimes sleep- 
ing, sometimes black, but in every differ- 
ent case we see the dog as a whole. Our 
eyes do not divide for us the thing dog, 
and the action running. It is by use of 
the word dog that we are able to separate 
in thought the object dog from its various 
properties and activities. The more 
searching and varied our observations, 
and the more we increase our knowledge 
of these properties of an object, the richer 
becomes the significance of the word, and 
the more refined and definite becomes our 
knowledge of the thing. 

THE RIGHT USE OF THE RIGHT WORDS. 

By use of the word again, we can group 
together many different but similar im- 
pressions. We call many shades of green 
— apple, emerald, sage, and grass — all 
green. Words help us to restore to con- 
sciousness at pleasure past impressions of 
objects, and make it possible for us to re- 



19 

call particular impressions out of a cum- 
brous or perhaps ill-defined mass. Words 
give us a mastery over our stores of past 
impressions which we should not possess 
if the whole of every object had to be re- 
called every time we wished to speak of 
it, instead of so much of it as is sufficient 
for our immediate purpose. By words we 
can study the properties of things inde- 
pendently of things themselves, and by 
words we can arrive at the conception of 
general ideas and enter into the domain of 
science. Without words we can look at 
objects and know them as animals do, 
but we can have little or no science. Ob- 
ject teaching should bring us into ever 
closer touch with objects ; but to effect this 
contact the right use of the right words is 
indispensable. 

THE FUNCTION OF GRAMMAR. 

But you may say, '* If you insist so much 
on the importance of language, why do 
you attach so little importance to formal 
grammar as a class subject ?" My answer 
is, that there is a wide difference between 
learning a foreign language and learning 



20 

your mother tongue. Grammar lessons 
in connection with his mother tongue are 
commenced long after the child has learnt 
to talk and read it. The function of the 
grammarian in dealing with the grammar 
of his own tongue is to take the language 
as he finds it used, and note its agreement 
with or variation from the laws which gov- 
ern human speech; and, as far as possible, 
to explain discrepancies. 

GRAMMAR SHOULD BE COMPARATIVE. 

It seems, however, that this study is 
hardly possible until the student has learnt 
some other language besides his own with 
which he may compare its usages. Those 
will speak the purest English who con- 
verse with people whose diction and pro- 
nunciation are sound and clear, and whose 
vocabulary is ample and correctly used. 
Following rules of grammar when you 
are acquainted only with your mother 
tongue leads to as many mistakes as it 
cures. For instance, the rule that adverbs 
and not adjectives modify verbs, as " I 
write badly ", not *^ I write bad ", leads stu- 
dents to say "I feel badly "when they do 



21 



not mean to complain of their power of 
feeling, but to describe their own physi- 
cal condition, A describing and not a 
modifying word is, therefore, wanted. 
They ought to say, "I feel bad", "I feel 
sick ". " You look sad " again has a dif- 
ferent meaning from " You look sadly ". 

EVERY CHILD SHOULD LEARN A FOREIGN 
LANGUAGE. 

Command of English, therefore, is 
gained by constant practice, by attending 
to the corrections of some one who has a 
good acquaintance with the current use 
of it, and by reading well-written books. 
To learn enough of grammar to parse ''he 
would have written," is a lengthy process, 
and the time which it requires may more 
usefully be spent in different studies. I 
have noticed in looking over papers in 
grammar and composition, that a sound 
knowledge of grammar is quite consistent 
with undeveloped powers of writing and 
understanding plain English. To bring 
it so far as to distinguish the parts of 
speech and to analyse sentences hardly de- 
serves to be called learning grammar; but 



so much probably every child would learn 
in the lessons on composition. I think, 
however, that every child ought to learn 
some foreign language, and then the study 
of formal grammar becomes much more 
useful. 

THE STUDY OF OBJECTS FUNDAMENTAL. 

The study of objects is the forming cor- 
rect impressions from objects which are 
actually presented to the senses; and 
though it is the lowest stage of intellec- 
tual development it is the foundation. 
Man shares this study with animals, but it 
is the base of his whole mental superstruc- 
ture. The mind has no ready-made 
knowledge of things and no innate ideas 
or conceptions. At the most it has apt- 
ness for acquiring them. Step by step, 
by daily contact with the outer world, by 
action and reaction of itself on objects and 
of objects on itself, by the reception of im- 
pressions and by the elaboration of them 
through internal processes, the mind wins 
its laborious way to that degree of intel- 
lectual, moral, and spiritual elevation of 
which it is capable. 



23 



IMPORTANCE OF CORRECT IMPRESSIONS. 

The main business of the Object Teacher 
is to enable the learner to form correct 
impressions, and there is no more impor- 
tant branch of instruction. Like the re- 
porters, we look at a lady's dress. We 
then shut our eyes and try to recall what 
we saw. We have in our mind a mental 
image of the dress. Similar mental im- 
ages are the starting-point of all knowl- 
edge. If the impression first received is 
wanting in clearness and precision, if the 
mind cannot assimilate the impression, or 
if it cannot express in words v/hat the 
impression is, as in the case of the same 
reporters, the mental image will not be an 
improvement upon the impressions on 
which it is based, but will be full of con- 
fusion and obscurity. 

THE ATTENTION MUST BE TRAINED. 

A clear mental image can only be formed 
by trained attention to impressions from 
objects, by which the parts and character- 
istics are carefully grasped and impres- 
sions nearly alike clearly distinguished 
from impressions really alike. Vague, ob- 



24 

scare, and shifting impressions of an object 
will never help us to know it rightly, how- 
ever frequently they are made. Four re- 
porters take note of a dress and are at 
variance in describing its color. 

Another reason for the need of trained 
attention to impressions is to be found in 
the fact that our mental image of a partic- 
ular object, when provided with a name, 
soon passes from being particular and in- 
dividual, and supplies us with a conception 
of a class. 

At first we name a particular animal 
dog. We afterwards think of all kinds of 
dogs under the name dog. Any particular 
dog which we note is seen in connection 
with many special characteristics, such as 
size, color, action, and the like; whereas 
our general conception of ''dog" only 
retains the most general impressions. 
The content of the class name — the name 
dog as applied to all individual dogs — 
must needs be much more vague and in- 
definite than the same name when applied 
to a particular dog which we are looking 
at. 



25 

Our general notions, therefore, although 
based on impressions from objects, can 
never be as clear and full and free from 
vagueness as the result of the original 
studies of particular objects upon which 
they are based. How important, therefore, 
that the study of such impressions of indi- 
vidual objects should be as exact as it 
admits of being made ; for otherwise our 
conceptions are like a copy of an ill-drawn 
picture, which besides suffering from the 
defects of all copies has this additional dis- 
advantage, that it exaggerates the original 
imperfection of the first picture. 

SPEECH A SPIRITUAL HAND. 

The trained use of the senses is neces- 
sary not only to the man of science, 
whose pursuits are wholly based on the 
study of objects, but to the artist, who 
needs a vivid and accurate perception of 
all the parts and relations of the objects 
which he represents, and even to the or- 
dinary artisan, if he is to introduce into 
his work any original thought or design. 
By the early training of the senses a man 
may learn to look out for what is new in 



objects, and to find it where the less care- 
fully trained sees only what is familiar. 
The link between the inner world of the 
mind and objects, or the outer world, is 
speech. Speech is a spiritual hand for 
grasping objects by the mind. By words 
we fix in our minds our own impressions^ 
and by words we communicate them to 
other people. Words express the relation 
of our consciousness to objects, and we 
mostly comprehend objects as words pre- 
sent them to our minds. Want of language, 
want of words filled with clear, definite 
meaning, is the greatest hindrance to cul- 
ture. 

Object teaching, then, should in connec- 
tion with language teaching, form the 
children's conceptions, and supply them 
with a good store of significant words, 
together with a knowledge of the right 
way to apply them. Object teaching 
places children closely in contact with 
nature and human nature, the two sources 
of human knowledge and moral experi- 
ence. There is a knowledge of words 
which is really a knowledge of things. 



27 

Object teaching is the reconciliation of 
the old antithesis between them. 

METHOD OF OBJECT TEACHING. 

Having described the end and aim of 
Object Teaching I now come to its meth- 
od. The key to the art of training the 
senses is analysis. • An object presented 
to a child for the first time gives him a 
confused sense of impressions. The child 
must be shown how to divide this whole 
into convenient parts in an orderly man- 
ner. His attention must be directed first 
to one part and then to another, and after- 
wards the bearing of one part on another 
must be carefully worked out. 

After this analysis or study of detail 
the object must be again studied as a whole. 
It should never, after being thus pulled to 
pieces, be left in fragments as it were^ but 
the careful division of the separate parts 
should be followed by a reconstruction of 
them into the original whole. Such an 
attentive study of an object must replace 
the hasty, fugitive and unstable glance 
which usually satisfies a child. In study- 
ing an object it should not be forgotten 



28 

that in nature things are not separate and 
independent existences ; the attention 
must not be so wholly confined to the ob- 
ject and its parts as to allow the child to 
forget its relation to other things. Let 
the child see what part the object plays in 
its usual surroundings, and dwell upon its 
material, its origin, its use, its hurtfulness, 
its opposites, and its resemblances. 

THE FACULTY OF STUDY. 

Even children can study a particular 
object thoroughly up to a certain point, 
and the habit thus acquired extends itself 
to objects which are not treated of by the 
teacher in school. In fact the right sort 
of object teaching develops a faculty of 
study which is of infinitely more conse- 
quence than the actual information ob- 
tained. The faculty which is developed 
is of universal application, w^iile the 
knowledge of the object studied in devel- 
oping it is necessarily limited and re- 
stricted. If I have studied with attention 
a very few of the manifestations of the 
effects of gravity and have really assimil- 
ated them, I am able to study other forces 



29 

with greater ease. The use I can make of 
my knowledge depends not so much on 
what I can write down in an examination 
— often a cumbrous and superfluous store 
— as upon the way in which I have been 
taught. 

Teaching of this kind cannot be a hasty 
process. Time is needed for the mind to 
play freely over the object, and time is 
needed for recapitulation. After each 
part or characteristic has been considered 
separately, it should be again reconsidered 
in relation to the whole. As there are 
three characteristics of good powers of 
observation which the detailed analysis of 
an object tends to promote — namely, speed 
in responding to impressions, infallibility 
in interpreting them, and exhaustiveness 
in examining their origin; so there are 
three advantages which recapitulation se- 
cures — namely, vividness of the mental 
image, strength of mental hold upon it, 
and versatility in employing it. 

THE OBJECT MUST BE AT HAND. 

Necessarily, therefore, in true Object 
Teaching the object must be kept fre- 



quently and long under the child's notice, 



id hi 



checked 
lis mental 



by 



image 



memory must 
peated comparison oi 
with the actual object. 

Hence drawing — that best external evi- 
dence of the inner mental image — or 
modelling, should be resorted to as early 
as possible. Even a very young child 
would early learn to reproduce from mem- 
ory the shape of a particular ivy leaf, and 
then match the drawing or model with the 
original. The temptation of the teacher 
is to trust to the child's memory, which is 
usually a perfect lumber-room of confused 
and inaccurate impressions. The object 
should be withdrawn from sight bit by 
bit while it is being studied. Where it is 
proved that the child has a vague or inac- 
curate notion of any part, let that vague- 
ness be cleared away by fresh reference to 
the object. In this way the carrying power 
of the memory is surely, if slowly, in- 
creased. One of the ablest specimens of 
Object Teaching in its elementary stage 
is printed in Mrs. Sewell's Life, and I can 
give no better illustration of my meaning. 



31 

A SPECIMEN OF OBJECT TEACHING. 

A little boy — we will say about four 
years old, runs from the garden to his 
mother. 

"Oh ! mother, do come and look at this 
beautiful thing on the rose-tree; I want to 
know what it is." 

" I am busy now, Charles, tell me what 
it is like. What color is it ?" 

"Red, I think." 

" Oh, I suppose it is a ladybird." 

" Oh no, it is a great deal bigger than 
a ladybird." 

" Well, perhaps it is a tiger-moth, that 
has two red wings. Look, like this "—and 
the mother slightly sketches the tiger- 
moth on the slate. 

" Oh no, it is not at all like that." 

" Is it this color ?" 

" No, it is not so red as that." 

"Perhaps it is the color of this mahog- 
any chair ?" 

"No, not just like that." 

" Perhaps like this nut ?" 

"Yes, it is very much like that." 

" Well, this is light brown, not red- 



32 

But what shape is this beautiful creature ?" 

",Oh, I think it is round." 

The mother draws a round figure on 
the slate. ^' Is it like this ?" 

"No, not so round." 

The mother makes a long thing in the 
form of a long caterpillar. 

" No, it is not so long." 

The mother then draws an oval. 

"Yes, it is very much like that." 

"And has it no feet?" 

" I think it has some feet." 

"How many? I suppose two feet like 
the birds. Are they like these ?" 

*'Ohno! I am sure they are not like 
those." 

" You had better go and look at it again, 
and come and tell me." 

" Mother, it has six legs." 

The mother draws two on one side and 
four on the other. " Is that right ?" 

" No, it has three on each side." 

The mother corrects it. " Is that right?" 

" Yes, that is really right." 

" You will see by this example," said 
Mrs. Sewell, " how much of accurate ob- 
servation this lesson will have taught the 



33 

child. Children will never weary of this 
sort of instruction, and it is impossible 
to calculate how much the child will g^ain ; 
very soon he will endeavor to guide his 
mother's fingers to the correct form, and 
next endeavor to form the figure himself. 
The value of the habit of accurate observa- 
tion is not to be told. In this way a child 
obtains the power of using his own mind, 
and he learns the value of correct language 
and description. 

Had the mother simply complied with 
the child's request, and gone into the gar- 
den and said 'That is a stag-beetle', the 
subject would have been closed and the 
child's interest quenched. Had a servant 
been with the child she probably would 
leave the question thus, ' Oh, that's a nasty 
beetle; don't touch it or it will kill you 
with those great nippers; come away 
from it.' Then the child would not onjy 
have its interest quenched, but would be 
taught to fear a harmless insect, and the 
creature would become an object of dis- 



34 

BEGIN WITH SOMETHING AT HAND. 

If then Object Teaching be- what I have 
attempted to describe it, the instruction 
must commence with an object or speci- 
men. To talk to the children about things 
not seen duringthe lesson is not Object 
Teaching. Again, a conversation about 
all kinds of things in a superficial way is 
certainly a valuable lesson for a certain 
purpose. It conveys general information 
and corrects a tendency to pedantry, 
which is the besetting sin of all school 
work, but it is not Object Teaching, Talk- 
ing over many things is not the same in 
effect as talking of nothing, but it is prac- 
tice in conversation, the use of words, 
mustering ideas, quickness in recalling 
past impressions, and grammar, rather 
than training the powers of observation 
and attention or laying the foundation of 
knowledge by developing the faculties 
which we possess for attaining knowledge. 

OBJECT TEACHING MUST TRAIN THE SENSES. 

Nothing should be called an object 
lesson which does not improve the senses 
of the child and make him able, of him- 



35 

self, to advance in the true path of acquir- 
ing knowledge. The information con- 
veyed in chats and lectures ends v^^ith the 
passive reception of it. The child is suf- 
farcinated with facts like the Strasburg 
geese, but the facts are not imparted in 
such a way as to form the starting-point 
of further learning or to lay the founda- 
tion of a method of observation and re- 
search. 

In concluding this brief account of the 
theory of Object-Teaching, I ask, what is 
the aim of Object Teaching? Is it talk? 
Is it the mastery of language ? Is it the 
mustering of ideas ? Is it conveying gen- 
eral information ? All these kinds of 
instruction are needed, but they are not 
properly Object-Teaching. This begins 
with a keen, many-sided, and accurate ob- 
servation of a familiar specimen. 

A SPECIMEN LESSON. 

You ^may now fairly challenge me to 
give some concrete instance of what I 
consider good Object Teaching. ''These 
are very fair philosophies of yours, no 
doubt," it may be urged, " but unless you 



36 

reduce your theories to practice, how can 
we be sure that they are not like the pro- 
verbial horse which is a very good steed 
in the stable but an arrant jade on the 
journey?" 

After some consideration I have chosen 
as the subject of my lesson the common 
duck, not that I mean to make up one 
adapted only for infants, for I intend it for 
children over ten years, but because of its 
familiarity and the ease of procuring a 
specimen. Of course the compilation is 
intended to take up much more than one 
lesson time, and I can only give you the 
matter of the lesson, as it would take too 
long to show the method. 

A LESSON ON THE DUCK. 

In a lesson on the duck I should avoid 
commencing with its Latin name (Anas 
boschus), its ornithological classification, 
and its history under domestication, and 
I should prefer to take first of all, what 
we see of it ourselves. The children must 
be made to visit a pond, where there are 
ducks very frequently — the first time with 
their teacher, and afterwards by them- 



37 
selves ; and the points which I state as 
facts should be gained by questioning the 
class after they have been to the pond and 
watched the ducks. A live duck should 
also be brought into school from time to 
time. 

THE duck's body. 

Where does the duck live? Mostly in 
the water, even in winter. If we swam 
about in water which was nearly freezing 
we should be starved with cold. What is 
the difference between us and the duck ? 
The duck has feathers and we are without 
such covering ; and further, the legs and 
feet of the duck are not made like ours. 
They do not contain so much blood. Com- 
pared with ours they are less fleshy, and 
expose less blood to the surface where it 
gets chilled by air or water. 

Now let us examine the duck's clothing 
of feathers. On the sunny side of a pond 
we can pick them up in numbers. Are 
they all of the same size ? No, some are 
smaller than others. Let us examine a 
large feather. It consists of two parts, a 
firm stem which at one end is inserted 
into the skin, and at a certain distance 



38 

above the end branches spread out on two 
opposite sides. We call the stem the 
quill, and make pens of them, as goose- 
quills and crow-quills. Note that in the 
larger, the branches cling to each other 
closely. In the smaller, they are separate 
and fluffy. Which are softer ? Which do 
we make beds of? The difference we mark 
by a name. The small feathers we call 
down. 

Now look at the duck's body. Which 
feathers are outside.^ We cannot see the 
down until we pluck off the feathers. 
The down clings close to the body ; and 
notice the lower and inner part of some 
of the large feathers is also downy. 
Thus the duck has underclothing as well 
as a dress to wear. These two coats keep 
it warm even in cold water. (^The differ- 
ence between the circulation and the 
breathing in birds and mammals should 
be introduced when the children are more 
advanced. J 

Now look under the duck's skin. There 
is a layer of yellow fat. (^What people 
live on fat and smear themselves with fat ? 
Why ?J So the duck is kept doubly warm. 



39 

Does the water soak the duck's feathers 
as it swims ? Any lady who has a feather 
in her hat fears the rain will spoil it, and 
so it does. The water hardly wets a duck's 
feathers. Note how it slides off a duck's 
back in drops like peas. How is this ? 

First look at the arrangement of the 
outer and larger feathers. They lie close 
pressed together and overlap each other 
like tiles on a roof, off which the water 
flows from one to the other without get- 
ting between them, and the outer feathers 
protect the downy inner ones. If the 
wind is blowing and the rain falling, the 
duck swims to meet the wind, and the 
penthouse of feathers is so arranged as to 
have its free and weaker end turned away 
from the wind. We see how easily the 
water drops off the feathers, but if you 
look at the tiles of a roof you will see that 
they get wet in a storm though the people 
beneath remain dry. 

Do the duck's feathers themselves get 
wet ? Try. Take a feather which has re- 
cently been dropped by a duck, and wet 
the upper side of it. It keeps dry like 
oiled silk. The reason is that it Aas been 



40 

oiled. Where does the oil come from ? 
Is it exuded from all over the duck's 
body? If this were so the down would 
be oiled, which lies nearest the body. 
But the down, unlike the larger feathers, 
does get wet if you put it in water, as you 
see, and so the source of the oil cannot be 
in the general surface of the skin. 

Now watch the duck on a sunny day, 
either when it is sitting on a sunny bank 
or when it is floating about on the calm 
surface of the water. Sometimes it is 
sleeping with its head under its wing. 
Sometimes it works its bill about, now 
moving it in the feathers near the tail, 
and now, as it were, smoothing down the 
other feathers of its body. The duck has 
a wart-like excrescence near the root of 
its tail, and this body secretes oil, which 
the duck, by use of its bill, smears over 
the feathers to make them waterproof. 

Now watch the duck on the pond. 
When a dog swims it sinks all its body in 
the water as far as its neck, and so does a 
horse, and so does a man, and what is 
more, all of these never cease moving 
their limbs, in order to keep their heads 



I 



41 
above water. The duck swims on the 
surface of the water more like a cork, and 
can float without moving a muscle. Now 
what makes a cork swim so lightly ? Look 
at it. A cork is full of holes, and the holes 
are full of air. Look how lightly a blad- 
der full of air floats. Is the duck full of 
air ? 

Let us examine a duck more closely, 
and look inside it as well as outside. 
First compare the flight feathers of the 
wing, the tail feathers, and the covering 
feathers. 

Then examine a wing and see how many 
joints it has, and how it unfolds and is 
folded, and note how the feathers lie. 

Then remove a wing and spread it out 
on a board for better study, and name the 
kinds of feathers on it. 

Then with a sharp knife, cut delicately 
through the skin over the breastbone, and 
fold it back and fasten it. Show the strong 
and thick muscles. Why does a bird 
want such strong muscles.? 

Then cut through the breastbone, or 
separate the breastbone and the ribs to 



42 

show the hollow of the breast. Show the 
thin tissues in which air is collected. 

Clean the upper bone of a wing, and 
show a small hole in it near the shoulder. 

Saw through a bone lengthways and 
across. Show that it is hollow and that 
the hole in the bone admits air from the 
air spaces above found, so that the duck's 
bones are filled with air. 

The appearance and position of the 
lungs can be contrasted with those of a 
rabbit or any other mammal. Any one 
who has to clean and truss a chicken for 
roasting will not be shocked at dissecting 
a duck. The comparatively solid bone of 
a mammal can be contrasted with those of 
a bird. Besides the air in the breastbones 
the quills of the feathers are full of air^ 
and the close packed outer feathers keep 
much air beneath them in among the 
down. No wonder, then, the duck swims 
on the surface of the water, while the dog, 
when he swims, has only his head out. 

Now look at the shape of the body. 
Apart from head and neck it is oval^ but 
not a perfect oval. It is somewhat flat- 
tened. That is, it is wider from right to 



43 
left than it is deep from below to the top 
of its back. This flattening makes it rest 
more securely on the water than it would 
if its body were perfectly oval. 

THE duck's movements. 

Notice how the duck swims. It moves 
its feet alternately, exactly as in w^alking 
on the land. Its feet have skin between 
the toes. Examine a foot. With its out- 
stretched broad surface it fans the water. 
Compare the foot of a hen. Which is best 
for swimming ? The feet push out back- 
ward and the body moves forwards. Have 
you watched men rowing a boat.? If the 
body moves forward when the feet are 
moving backward what happens when the 
feet are pulled in again? Does not the 
body move backward? Watch the feet. 
When they are pushed back, the toes 
spread out and make, with the skin be- 
tween them, a broad surface. When they 
are pulled in, the toes draw together and 
curl up a little, just as happens when the 
duck lifts its foot in walking on dry land. 
Thus the foot presents as little surface as 
possible to the water when it is being 
drawn in again. 



44 

You will notice that the toes do not 
bend quite in the same way as our fingers 
do. Our fingers we bend at our pleasure, 
but the duck's toes bend of themselves, 
and the skin folds up between them. As 
soon as they meet the resistance of the 
water in swimming, the toes and skin be- 
tween them are spread out by the pressure 
of the water. 

Now notice the position of the feet on 
the legs. The feet are set inwards, and 
are less convenient for walking on land. 
Compare a hen and a duck when they 
walk. The duck waddles. Watch the 
duck swim. The right foot in striking 
out backwards pushes the body forwards 
towards the left. The left foot similarly 
pushes the body forwards towards the 
right again. Thus the body moves for- 
ward in a straight line, although neither 
foot pushes it quite straight forward. 

Lay two books of one size flat on a 
table. Push them forward by shoving the 
end corners alternately, but push one book 
in a diagonal direction each time, and the 
other in a perpendicular direction. Con- 
trast the movements of the two books. 



45 
Which motion makes the book move more 
easily forward? If the duck's feet were 
so set on, that each stroke in swimming 
were made exactly in a straight line back- 
wards, would its progress be as easy as now, 
when the stroke is made sideways? 

The legs of the duck are short. As it 
swims you see only its feet. The part of 
the leg which is inside the skin is stout. 
The free part is thin and sinewy. Take a 
flat ruler and move it through the water 
broadside, first holding it by one end so 
that nearly all the ruler is in the water, 
and then holding it by the middle so that 
only a third of the ruler is in the water. 
In the second case the ruler is moved 
more easily. Which case does the duck's 
leg resemble? 

Examine the muscle of the duck's leg; 
its strength, size, color, and attachment. 
The muscle of the foot. Look at the po- 
sition of the legs. They are set on towards 
the hinder end of the body. Some water 
birds have their legs set on more in the 
middle, like the moor hen. On the con- 
trary, the grebe has its legs set on still 
further back than a duck, and when it 



46 

wants to stand it has to set its body nearly 
vertical or upright in consequence. 

This position may be again illustrated 
by holding a book between the finger and 
thumb (a) horizontally and (b) near one 
end. The duck walks uneasily on land : 
of course because its build is contrived 
for its aquatic habits — look at its feathers^ 
its toes, the length and position of its feet ! 
The hen's legs look quite different. They 
are longer and more flexible. The toes are 
longer, being without a web. Much more 
of the legs is outside the skin. You can see 
a joint more than you can see in the duck. 

Compare, however, a duck's leg and a 
hen's leg after separating both from the 
body. Show the skeleton of the two legs 
and compare them and contrast the upper 
joint of the duck's leg and the hen's drum- 
stick. 

If you hold a small book between your 
finger and thumb and make it walk along 
the table on the tips of them, the book 
moves more easily when you grasp it in 
the middle than when you grasp it near 
the end. Of course this can be explained 
by reference to mechanics if it is thought 



47 
desirable. The centre of gravity should 
be in a vertical line with the centre of 
support, or at any rate it must not be out- 
side of it. The connection between this 
principle and the oval shape of the bird's 
body can be shown and similarly in regard 
to the bend of the legs. But even without 
this a parallel instance leads to thoughful 
observation of nature, and this leads on 
presently to a more accurate and quanti- 
tative study. It is possible to compare the 
foot of the coot or grebe, which has a frin ge 
of web on each side of the toe as an inter- 
mediate form between a hen and a duck. 

THE duck's food. 

What does the duck do on the pond ? 
It seeks food. Watch how it plunges its 
head under water and searches among the 
waterweeds or in the mud. Its name comes 
from this action. To duck is to dip the 
head. Besides weeds the duck eats snails, 
fish, frogs, eggs and spawn, caddisworms, 
beetles and the like. 

See how long it holds its head under 
water without taking breath. Remember 
how much air it has in its body. Watch 



48 
the duck raise its head from the water with 
its prey in its bill. It swallows the food 
but lets the water flow away. The duck 
does not want to swallow too much water. 
You can watch the duck drink. It only 
swallows a few drops while stretching out 
its head and neck. 

We men can take a good mouthful of 
water. Why cannot the duck } Look at 
the duck's bill f There are no lips like 
ours. Inside its mouth you see channels 
and groves crossing from side to side, and 
the free ends form a fringe or strainer. 
The edges of the tongue have a similar 
fringe. These serve two purposes. They 
help to hold the prey firm in the beak and 
they help to strain the water run off it. 

How can the duck find its prey in the 
weeds. '' True, as it has eyes it, like us, 
can see under water, but poking about in 
the mud it soon make the water thick. 

Compare the hen's beak with the duck's. 
The hen's is pointed and hornlike. The 
duck's is broad and more like a skin. 
Now we will cut this skin from base to 
point down the middle. Then we will 
make another cut in the left side across so 



49 
as to divide it into an upper and an under 
section. Now we will turn back to the 
lower section. There you will see a great 
number of nerves. 

We men have many nerves under the 
skin at the tips of our fingers, and by the 
means of them we can tell in the dark 
whether we are touching a piece of bread 
or a stone. The duck uses its bill as we 
do our fingers, only far more cleverly. 
The blind men, however, see with their 
fingers. 

Look at the tongue of the duck ; see how 
thick and fleshy it is, not dry like some 
birds'. That helps it to get its food. Now 
then we have seen how well adapted the 
duck's feet and legs are for living much 
on the water. We now see how well its 
bill is constructed for the same purpose. 
What can you remember about its cover- 
ing in this connection ? 

COMPARISON WITH OTHER BIRDS. 

I have no space to continue about nest- 
ing and brooding, and hatching, or the 
development of the chick. After treating 
of all of these, it would be desirable to in- 
troduce the conception of classification. 



50 

'By comparing the duck with geese and 
swans, and contrasting them with spar- 
rows and robins, storks and cranes, you 
can show the difference between swim- 
ming birds and waders andperchers. 

SATURDAY EXPEDITIONS. 

A Study like this can most readily be 
made in the country where the children 
can visit a pond frequently and watch the 
ducks and note their habits; but most 
towns possess parks with lakes on which 
ducks swim about. Occasional expedi- 
tions on summer evenings or Saturdays, 
for the purpose of investigating natural 
objects in their surroundings, would be 
well spent time. 

TOO MUCH SCIENCE AND TOO LITTLE. 

If every detail that is dwelt upon is il- 
lustrated by presenting it to the eye of 
the children, and in many cases to the 
touch, such a lesson is not like a compen- 
dium of scientific facts which is learned 
by heart. On the contrary, the object is 
presented as much as possible as it lives 
and moves in its natural surroundings. 
It is not a mummified specimen out of a 



51 
museum, from which all the grace and 
beauty of life and warmth and motion have 
been abstracted. A girl taught on this 
principle is not likely to commence a 
theme on her Mother with the remark, 
^' Mother is the female parent of the 
child ", where there is too much science. 
Neither would a boy when asked to de- 
scribe an ordinary hen's egg answer, "An 
Ggg is an oblong white object with a shell 
composed of gravel ", where there is too 
little science. 

Again, the talk about the duck has not 
passed into a general information lesson. 
We have not discussed duck shooting, de- 
coys, and the like, neither have we gone 
into the "culinary" preparation of the 
duck, all of which might be usefully dealt 
with in their place. It has been an object 
lesson within the meaning of that term, as 
I have described it in my lecture. Of 
course, I might have selected as a subject 
something of a wholly different character 
— chemical, for instance, or physiological ; 
but after listening to the lectures by Miss 
Beszant and Mr. Lishman, both of whom 
displayed for us their exceptional ability 



52 

as teachers of elementary science, I pre- 
ferred to choose a theme which was as 
unlike theirs as possible. 

I have been reading the second report 
of the committee of the British Associa- 
tion on present methods of teaching chem- 
istry, and I appreciate very keenly the 
excellence of the pamphlet. What there 
is said of chemistry is true of science. 
'' The most ", it is written, " that can be 
properly aimed at in teaching chemistry 
(I should prefer to extend the statement 
and say science^ in elementary schools is 
the training of the faculties of observation 
and of orderly thinking, and the stimula- 
tion of the instinct of inquiry, which is 
the possession of every uneducated child. 
By restricting the teaching to common 
things this can easily be done, and so an 
interest aroused both in the phenomena of 
nature and in those involved in industrial 
operations." 

What the report says of books on chem- 
istry is true of books on other sciences. 
We need more books for instruction that 
may show how chemistry and other sub- 
jects may be approached naturally and 



53 
logically from a study of common things 
and of every-day phenomena. I am looking 
forward to the publication of Miss Bes- 
zant's and Mr. Lishman's joint book on 
elementary science, because I think it will 
help to supply this pressing want; and I 
find Mr. Sykes has a valuable book on 
Object Teaching in the press, designed 
for Standards I. and II. A good many 
teachers are using Professor Miall's ex- 
cellent Object Lessons in Biology. 

HOME TEACHERS THE BEST. 

The British Association Report recom- 
mends the peripatetic system of teaching 
science as the only one at present practi- 
cal, because a high standard of scientific 
knowledge is absolutely necessary for the 
proper educative teaching of the most 
elementary chemistry. I incline to think 
myself that, where possible, it is better that 
all instruction should be given by some 
member of the school staff. I think that a 
good organizing teacher, who can direct, 
advise, and encourage the class teachers 
in different schools in a district, would 
produce in the end more and better results 
than a peripatetic teacher, because the 



54 
latter can never know at all intimately the 
number of individual scholars whom he 
will have to address, and can know little 
of the contents of their minds or how to 
get hold of them. 

The kind of science teaching in elemen- 
tary schools in Germany and Switzerland 
is well described in this report, where it is 
stated to be of the most simple and general 
character as distinguished from the syste- 
matic instruction for technical purposes, 
which begins in polytechnics and higher 
schools. The higher teaching demands as 
its basis that the elementary science les- 
sons shall not merely have given infor- 
mation but that it shall have developed 
intelligence, that it shall have been rational 
and thorough, and that it shall have been 
given by good teachers. I do not myself 
know of any peripatetic teachers in Berlin, 
but I met with teachers in large schools 
whose duty consisted entirely in teaching 
and superintendingtheteachingof science, 
just as one teacher often deals with needle- 
work in England, No doubt in country 
districts the peripatetic system is at pres- 
ent often the only possible one, and also 



55 
in towns where the schools are small or 
not large enough to occupy the whole of 
the time of a science teacher. 

THE METHOD MORE IMPORTANT THAN THE 
SUBJECT. 

However taught, science in its elemen- 
tary stage must be of the nature of object 
teaching. The subject may consist of a 
connected series of object lessons in a 
particular study, such as many teachers 
are now devising in domestic economy, 
physiology, mechanics, and physics, or 
the field of inquiry may be more general, 
or the teaching may be applied to history 
or social science; but the real worth of 
this study of objects is not the quantity of 
ground covered and information imparted, 
but the quality and method of instruction. 
The observations must be made or verified 
by the scholars themselves, who are thus 
trained to use and trust their own senses 
and powers of inference instead of repeat- 
ing other people's descriptions or accounts 
in books. 

This kind of object teaching is an anti- 
dote to the degradation of learning, which 
we all know and deplore, but can never 
wholly escape. After a full and living 



56 

description of an object the teacher writes 
down a few of the salient points in his 
development, which of coarse prove of 
immense value first to the examinee and 
afterwards to the examiner. The next 
step is that, in order to save time, the full 
account is omitted in teaching, and the 
dry bones of the skeleton are studied ex- 
clusively by the student as his sole weapon 
of defence against the examiner, and he 
abandons all hope of taking any interest 
in his studies except as means to a pass. 
It only remains for me to express my ob- 
ligations in writing this paper to two 
German authors — Karl Richter, whose 
excellent treatise on Object Teaching has 
been the principal source for the first part 
of it, and to Frederich Junge, whose book, 
called "The Village Pond ", has supplied 
me with materials for the second part. 
The book which throws most light on the 
theory of Object Teaching in the English 
language is Warner's " Mental Faculty ". 
I should be glad to see the formation of 
classes for teachers (ij in the principles 
underlying the science of hygiene and 
domestic economy, and (2) in the general 
introduction to elementary science. 



■THE SCHOOL BULLETIN PUBLICATIONS. 



Selections for Memorizing. 

1. Regents' Selections in Literature. Selections for Eepetition from. 
Memory at the Examinations conducted by the Eegents of the University of 
the State of New York, in connection with the courses of American, German, 
and French Literature. Leatherette, 16mo, pp. 56. 25 cts. Each separate, 
paper, 6 cts. 

These selections were officially prepared in the Regents' office, and pub- 
lished under the direction of Mr. James Russell Parsons, Jr. Besides their 
special purpose, they will be found admirable for use in classes. 

2. Memory Selections from nearly 150 authors. By Chas. Northend. In 
three sets, Primamj, Intermediate, and Advanced, each consisting of 36 cards 
printed on both sides, in neat box. Price of each box 25 cts. 

The best apology I can make for my delay in answering your letter is to 
send you the enclosed check for 135 sets of Memory Selections. I shall 
probably call for an additional supply. I wish these selections could be 
used in every home and in every school-room throughout the land. They 
will surely accomplish much good, both intellectual and moral.— 2>. B. Hagar^ 
principal State Normal School, Salem, Mass. 

Your collection of Memory Selections came to-day, and I hasten to ex- 
press my appreciation of the same. Nothing finer has ever came to my no- 
tice. Will send you an order in a few days. The cards are just the thing to 
have on one's library table. What pleasanter way is there to spend five or 
ten minutes, when one is obliged to wait that time, than with such a collec- 
tion?— C. A. Holbrook, Lewis High School, Southington, Ct. 

3. A Primer of Memory Gems, designed especially for Schools. By Geo. 
W. Hoss. Paper, 16mo, pp. 40. 15 cts. 

There has long been need of more philosophy in the arrangement of 
memory gems. We have here at a merely nominal price a classification of 
selections, so that a teacher can select discriminatingly that which he de- 
sires memorized.— iVetf' England Journal of Education. 

h. TJwughts from Earnest Wo?7ien. Arranged by the Women's Literary 
Club, Dunkirk, N. Y. Paper, IBmo, pp. 86. 15 cts. 

This is one of the most admirable collections ever made, containing 
much that is unhackneyed, and so entertainingly arranged that one who 
takes it up can hardly lay it down without looking it through to the end. 

5. Education as Viewed by Thinkers. Paper, 16mo, pp. 47. 15 cts. 
These quotations will be of especial service in normal schools and 

teachers' meetings. 

6. Anecdotes and Humors of School Life. By Aaron Sheelt. Cloth, 12mo, 
pp. 250. $1.50. 

Most of the stories are too long for the purpose, but some of them may 
be used with good effect. 

7. Mottoes for the School Boom. By A. W. Edson, State Agent of 'Massa- 
chusettts. Per set of 12 on heavy colored card-board 7x4 inches, printed on 
both sides. $1.00, post-paid, #1.10. 

C. W, BARDEEN, Publisher, Syracuse, N. Y. 




THE SCHOOL BULLETm PUBLICATIONS. 

Home Exercise for Health and Cure. 

Translated from the German of D. G. R. Schrebttr, M. D., by Charles 
Russell Barbeen. Cloth, IGmo, pp. 91, 45 Illustrations, 50 cts. 

The teacher's work is confining, and leads to special physical defects. 
These are recognized in this manual, -which provides 
" prescriptions," or combinations of exercises to meet 
certain needs. The exercises are for men and women 
alike, and there is not a teacher in America who would 
not profit by them. 

See the strength of these recommendations. 

An interesting manual which not only does not re- 
quire a gymnasium, but even dispenses with Indian clubs, 
wands, and dumb-bells. The original treatise has had a 
-wide circulation in Germany. It suggests the 2}rin€iples of 
the Delsarie system.— Atlantic Monthly, Feb., 1891. 

In Germany 140,000 copies of this book have been 
sold, and American teachers would do well to make 
themselves familiar with a system of bodily exercise that is pronounced by 
competent authorities the best treatise on the subject extaxit.— Journal of 
Pedagogy, Oct., 1890. 

The original of this book is almost as easy to find in German homes and 
school-rooms as the Bible. Its purpose is to give a system of physical exer- 
cise without any appliances, expensive or otherwise, so that men, women 
and children whose habits are sedentary may be enabled by a few moments 
of effort each day to overcome the physical ailments which beset those who 
have forgotten that the human body is a complex and delicate bit of 
machinery never intended to accustom itself to neglect. It is a small book, 
and the exercises may. seem childishly simple, but no one can follow them 
for half an hour without having a clearer head and better spirits, as well as 
a sense of bodily weariness which shows how shamefully the system has 
been neglected.— iVezo York Herald, Oct. 21, 1890. 

It is certainly a most practical little book, more than nsnally interesting 
on account of the exact physiological effects described as the object of each 
exercise.— TAe Educational Review, Oct., 1890. 

I have carefully read the translation from the German of the beautiful 
and valuable little volume on Home Exercise. I regard it as one of the best 
contributions of this age in the line of physical education. It is simple, full 
of common sense, and peculiarly adapted for use in schools. Every man, 
woman, and child would be better off physically if they studied and carried 
into effect the methods made so plain in this unique little volume. I cannot 
commend it too highly.— C H. McCormick, director of Y. M. C. A. Gymna- 
sium, Syracuse, N. Y., Oct. 24, 1890. 

Of all the books on gymnastics we have ever seen, we pronounce this the 
best. The simplicity, the common-sense quality of the exercises, stamp it at 
once as a work of sterling value and of great worth. We would like to see 
a copy on the desk of every teacher in the country. It would improve the 
next generation about tenv^v cent.— Edticational Courant, Oct. 1890. 

C. W, BARDEEN, Publisher, Syracuse, N. Y. 



THE SCHOOL BULLETIIT PUBLICATIONS. 

Helps toward Correct Speech. 

1. Verbal Pitfalls : a manual of 1500 words commonly misused, includ- 
ing all those the use of which in any sense has been questioned by Dean 
Alvord, G. W. Moon, Fitzedward Hall, Archbishop Trench, Wm C. Hodgson, 
W. L, Blackley, G. F. Graham, Kichard Grant White, M. Scheie de Vere, Wm. 
Mathews, " Alfred Ayres," and many others. Arranged alphabetically, with 
3000 references and quotations, and the ruling of the dictionaries. By C. W. 
Bardeen. Cloth, 16mo, pp. 223. 75 cts. 

Perhaps the happiest feature of the book is its interesting form. Some 
hundreds of anecdotes have been gathered to illustrate the various points 
made. These have the advantage not only of making the work entertain- 
ing, but of fixing the point in the mind as a mere precept could not do. The 
type indicates at a glance whether the use of a word is (1) indefensible, (2) 
defensible but objectionable, or (3) thoroughly authorized. 

2. Orthoepy Made Easy. A Royal Road to Correct Pronunciation. By 
M. W. Hall, Cloth, 16mo, pp. 103. 75 cts. 

Everyone remembers the queer shibboleths of culture in the paragraph 
T)eginning " A sacrilegious son of Belial," that has been the rounds of the 
newspapers. This book is made up of 38 such exercises, all of them ingen- 
ious and many of them amusing, each followed by a key to the difficult 
words. Bishop Vincent says , " I take great pleasure in testifying to the ex- 
ceeding value of the little volume ; ' Orthoepy Made Easy.' The book is a 
sensible, practical text-book for the purpose intended. I congratulate you 
on having produced it, and I wish you success in its wide circulation," 

S. Practical Phonics. A comprehensive study of Pronunciation, form- 
ing a complete guide in the study of elementary sounds of the English Lan- 
guage, and containing 3000 words of difficult pronunciation, with diacritical 
marks according to Webster's Dictionary. By E. V. DeGraff. Cloth, 16mo, 
pp.108. 75 cts. 

" The book before us is the latest, and in many respects the best, of the 
manuals prepared for this purpose. The directions for teaching elementary 
sounds are remarkably explicit and simple, and the diacritical marks are 
fuller than in any other book we know of, the obscure vowels being marked, 
as well as the accented ones. This manual is not like others of the kind, a 
simple reference book. It is meant for careful study and drill, and is es- 
pecially adapted to class use."— iVer^; England Journal of Education. 

h. Pocket Pronunciation Book, containing the 3,000 words of difficult 
pronunciation, with diacritical marks according to Webster's Dictionary. 
By E. V. DeGraff, Manilla, 16mo, pp. 47. 15 cts. 

5. Studies in Articulation : a study and drill-book in the Alphabetic Ele- 
ments of the English language. Fifth thousand. By J, H, Hoose. Cloth, 
16mo, pp. 70. 50 cts. 

" Dr. Hoose 's ' Studies in Articulation ' is the most useful manual of the 
iind that I know of. It should be a text-book in every Teacher's Institute." 
—A. J. Rickoff, formerly SupH of Schools at Cleveland and at Yonkers. 

6. Hints on, Teaching Orthoepy. By Chas. T. Pooler. Paper, 16mo, pp. 
15. 10 cts. 

7. Question Book of Orthography, Orthoepy, and Etymology^ with Notes, 
•Queries, etc. By Albert P, Southavick, Paper, 16mo, pp, 40. 10 cts. 

C. W. BARDEEN, Publisher, Syracuse, N, Y. 



THE SCHOOL BULLETIN' PUBLICATIONS.- 



Helps in Foreign Languages. 

1. On Memory, and the. Rational Means of Improving it. With an Ap- 
pendix containing the Application to tlie Study of Foreign Languages. By 
Dr. Edv>^ard Pick. Cloth, 16mo, pp. 193. Price SI -00. 

Dr. Edward Picl£, the famous English authority on psychology, and es- 
pecially that branch of it called memory, has been invited to deliver at 
Harvard his course of lectures on " Memory : how to strengthen it without 
the aid of Mnemonics." Dr. Pick is one of the most learned of that great 
circle who have adorned Oxford, Cambridge and Eton for the last twenty 
years, and his works on both psychology and language have rendered his 
name known to the literary circles in this country. His chief works are the 
"Etymological Dictionary of the French Language," and on " Memory, and 
the Eational Means of Improving it." This latter work was an innovation, 
causing much discussion, as its prime object was to demolish the teaching 
of "Memoria Thechnica." * * * With Alexander Bain he holds that 
there is hope for the most forgetful of men, and that the most simple rules, 
building up natural processes, will work wonderful changes, and in a very 
brief period. * * * Perhaps the most unique and valuable aid offered 
by the system is in the acquirement of languages. Dr. Pick's system being 
radically different and infinitely shorter than any of the other methods. ■;. 
* * In recognition of his services to education. Dr. Pick was in 1870 
Knighted by the Emperor Francis Joseph, and the " Statistical Congress " 
eulogized his system and teaching in a recent re,i)Ovi.— Boston Post. 

2. Br. Pick's Method applied to acquiring tJie French Language. Leath- 
erette, 16mo, pp. 113. Price SI. 00. 

Taking the pupil absolutely without knowledge of the language, this 
book carries him through the first book of Voltaire's Histoire de Charles XII. 
The system of connecting each new word with English words or with 
French words already learned makes the vocabulary a connected whole in- 
stead of a rope of sand. An index of all words referred to serves as a 
vocabulary. No teacher who uses Charles XII as a text book can afford to 
be without the notes here contained, even if he does not use the system. 

S. Perfected Guide to the Spanish Language. By A. de Varona. Leath- 
erette, 16mo, pp. 66. Price 35 cts. 

Convenient for those who desire a slight acquaintance with the lan- 
guage without the cost or labor of consulting the larger text-books. 

It. A Vocabulary of Cczsar's Gallic War, Book II. Cloth, 16mo, pp. 69- 
By George M. Smith. Price 50 cts. 

5. Conspiracy of the Helvetians. Five chapters of Caesar's Gallic Wai*. 
For use in First-Year Latin Classes, especially in Regents' Schools. Con- 
taining Special Vocabulary, Exercises in Latin Composition, Idioms, and Ir- 
regular Comparisons, with Suggestions for Study. By a High School Teacher. 
Leatherette, 16mo, pp. .50. Price 35 cts. 

The Regents' Syllabus has given definite direction to the teaching of 
most of the subjects taught in Regents' schools, and this little book is 
meant to be especially helpful in this direction. 

C. W. BARDEEN, Publisher, Syracuse, N. Y. 



■THE SCHOOL BULLETIN" PUBLICATIONS.- 



Helps in Teaching Geograpliy. 

I. iTopica^ G^og-m^^^y, with Methods and Supplementary Notes. By Ida 
L. Griffin, School Commissioner for the Third District, Oswego County, 
1^. Y. Leatherette, 12mo, pp. 142. 50 cts. 

This is a complete manual of geography, covering the entire subject. It 
outlines in detail what should be taught, when it should be taught, and how 
It should be taught. In addition to this a large number of Supplementary 
Notes are given, which are invaluable to the teacher. * * * It is the 
most complete and helpful guide in teaching the subject that has ever been 
written.— J.. P. Chapin, editor Educational Gazette. 

%. Oral Instruction in Geography. By Emma L. Pardon, Paper, 16mo, 
pp. 29. 15 cts. 

3. Conversational Lessons leading to Geography. By H. C. Northam. 
Lewis County Edition. Paper, 16mo, pp. 43. 25 cts, 

h. The same. Oneida County Edition. Pp. 46. 25 cts. 

5. A Brief Geography of Onondaga County. By C. W. Baedeen. Paper, 
16mo, pp. 48, with Map. 25 cts. 

The last three are prepared for local use in the State of New "S^rk and 
have general interest only by way of suggestion. 

6. Kehle Outlines of Geography. By Josephine K. Browk. Paper, 16mo, 
pp. 59. 25 cts. 

7. TJie Regents^ Questions in Geography from the Fii-st Examination to 
that of June, 1882. Manilla, 16mo, pp. 70. 25 cts. 

8. Key to the above. Manilla, pp. 36. 25 cts. 

These 1987 questions and answers have had a larger sale than those in 
any other subject, and are generally recognized as the best general review 
attainable. 

9. The Uniform Examination Questions in Geography, from the begin- 
ning to March, 1889. Paper, 16mo, pp. 30. 10 cts. 

10. Key to the above. Paper, 16mo, pp. 34. 10 cts. 

These 709 questions and answers served for the examination of 30,000 
teachers in the State of New York. The fact that the Key contains more 
pages than the Questions, shows how carefully the answers, officially fur- 
nished, were prepared. 

II. A Globe Manual for Schools. By FiAvius J. Cheney. Paper, 16mo, 
pp. 95, 25 cts. 

^ A simple and comprehensive hand-book with illustrations and problems. 

12. The International Date Line. By Henry Collins. Paper, 16mo, pp. 
15. 15 cts. 

A conclusive treatment of a subject often debated. 

IS. Latitude, Longitude, and Time. By J. A. Bassett. Manilla, 16mo, 
pp. 42. 25 cts. 

Though especially intended for arithmetic classes, this will be useful to 
the teacher of geography. 

lU. Dissected 3faps a,s follows: a. Of the United States, b. Of the State 
of New York. c. Of the State of Michigan, d. Of the States of N. Y., N. J., 
Del., Md. e. Of New England. /, Of la., Mo., Ks., Nev., Col., Dak., Wy., 
Hont. ) 

Price of each, in box, 75 cts. Those from c to / are from maps several 
years old. The others are new and fresh. The peculiar use of these maps 
in teaching geography is now commonly recognized, 

C. W. BARDEEX, Publisher, Syracuse, N. Y. 



THE SCHOOL BULLETIN PUBLICATIONS. 



Helps in Teaching History. 

I. A Thousand Questions in American Eist&ry. Cloth, ICmo, pp. 247. 
Price $1.00. 

This work shows rare breadth of view and discrimination, dealing not 

merely with events but with causes, and with the side-issues that have so 

much to do with determining the destiny of a nation. 

S. Helps in Fixing the Facts of American History. By Henry C. Nor- 
THATVT. Cloth, 16mo, pp. 298. Price $1.00. 

Here all facts are presented in groups. The L— exington. 
key-word to the Revolution, for instance, is I— ndependence. 
LIBERTY, as shown in the accompanying table B— urgoyne's Surrender., 
of Key- Words ; and in like manner the events of E— vacuation. 
the late civil war are kept chronologically dis- R— etribution. 
tinct by the key-words SLAVES FREED. Chart T— reason. 
Ko. 1 indidates by stars the years in each decade Y— orktown. 
from 1492 to 1789, in which the most remarkable events occurred, while the 
colored chart No. 2 arranges the events in 12 groups. 

S. A Chart of United States Hlsfori/. By Noah T. Clarke, Ph.D. One- 
page, 9x12. Each 5 cts ; per dozen 50 cts. 

This chart gives a birdseye view of the entire history of our country. 
No more practically helpful review has ever been published. 

A. Topics and Beferences in American History, with numerous Search 
Questions. By Geo. A. Williams. Leatherette, lOmo, pp. 50. 50 cts. 

The references are largely to the lighter and more interesting illustra- 
tions of history, of a kind to arouse the thought of pupils by giving vivid 
conceptions of the events narrated. By dividing these references among 
the members of a class, the history recitation may be made the most de- 
lightful of the day. 

5. Brief Views of United States History. By Anna M. Juuand. Leath- 
erette, 16mo, pp. 68, 35 cts. 

It contains the leading facts chronologically arranged under the various 
admuiistrations, leaving the story to be filled out from reference-books by 
the pupils. 

6. Outlines and Questioiis in United Slates History. By C. B. Van Wie. 
Paper, 16mo, pp. 40, and folding Map. 15 cts. 

The outgrowth of four years' practical work in the school-room, witk 
map prepared by a pupil as a suggestive modeL 

7. Dim£ Question Books, No. 5, General History, and No. G, United States^ 
History and Civil Governrnetit. By Albert P. Southwick. Paper, 16mo, pp.. 
37, 32. 10 cts. each. 

8. Conspectus of United States History to the time of Garfield. Clothe 
81x96 inches, on rollers. $2.00. 

9. Consjiectus of the History of Political Parties and the Federal Govern- 
ment to 1880. By Walter R. Houghton. Cloth, 4to, pp. 85, with colored 
charts, $5.00. Or the chart alone, mounted on rollers, $1.00. 

10. Syllabusses of American History. By Welland Hendrick. Paper^ 
8vo, pp. 4. Each 5 cts. Per dozen 50 cts. 

Published four times a year for the Regents' Examinations. 

II. A Brief History of the Empire Siate. By Welland Hendbick.. 
Cloth, 12mo, pp. 203. 75 cts. 



•THE SCHOOL BULLETIN PUBLICATIONS.- 



Topics ani Refereices in American History. 

By Geo. A. Williams, Principal of Vermont Academy. Leatherette, 16mo, 
pp. 50. Price 50 cts. 

Tlie title indicates the plan and scope of the work. The history is taken 
up by topics from the earliest times to the administration of Cleveland. 
The references are largely given to magazines and to works written in popu- 
lar style, rather than to standard histories, in the belief that the main point 
on the start is to awaken an interest If the work is taken up topically 
with this little book as a guide to study and reading, " that hateful history " 
may bs made the most delightful of studies. 

From abundant testimonials we select the following : 

It seems to me well prepared and likely to be very useful. — Martin B. 
Anderson^ late president Rochester University, 

I think your "Topics and References" is an admirable little manual for 
use in our academies and union schools. In fact it would be very useful for 
any student of American history. It is full, accurate, and free from aV 
political \A^&.—Ehenez(:r Dodge., late president Colgate University. 

I have looked over your Topics with genuine pleasure, and I see that 
you are doing your work in the right way. There is so much of humdrum 
work that such a method is an inspiring relief from the ordinary text-book 
methods.— C/ia?/f5 if. Ada?ns, president Cornell University. 

Thank you for the little book, which seems to me uncommonly well 
done It is the fulfilment of my strong desire to see in various directions 
such a Jumianizing influence brought to bear on the teaching of history in 
our schools.— C'of Thos. TV. //ig'{7i«50w, Boston, Mass. 

I take a personal satisfaction in all such works as yours, for T was one 
of tho first to adopt the new view of United States history of which your 
work is a type. It is hardly necessary to say that I admire your book. I 
had had it sent to me before by one of the Messrs Holts' agents as a model 
of what such a book ought to be, and I entirely agreed with him.— Prof. 
Alex. Johnston., Princeton College. 

The first sentence In the preface of Mr. Williams's little pamphlet con- 
tains the secret of the general excellence of the publications of this pub- 
lisher ; "* The main purpose in printing this little hand-book has been to save 
time in my own classes that would otherwise be consumed in copying." 
Most of Mr. Lardeen's books are bom in the school-room, not in the study. 
That is a good place for a school-book to be born in.— School Gazetteer. 

If this little volume were in the hands of all our teachers, the excuse 
for a good deal of nonsense in the name of history -teaching would be obvi- 
ated.— iZ. S. Howard, Jr., School Commissioner, Schuyler Co., N. Y. 

We do not say it in the interests of the author or publisher, but for the 
benefit of the profession, that we know of no outline of historical topics 
that will compare with the above for completeness of arrangement and 
general suggestiveness to the teacher. Not only are the topics stated in his- 
torical and logical order, but copious and definite references to standard his- 
torical and literary works are given m connection with each All teachers 
and students of history should have a copy of this -work.— True Educator. 

C. W. BARDEJEN, Publisher, Syracuse, N. Y. 



THE SCHOOL BULLETIN PUBLICATIONS. 



Instruction in Citizenship. 

1. Civil Government for Common Schools, prepared as a mannal for 
public instruction in the State of Is'ew York. To which are appended the 
Constitution of the State of New York as amended at the election of 1882, 
the Constitution of the United States, and the Declaration of Independence, 
etc., etc. By Henky C. Northam. IGmo, cloth, pp. 185. 75 cts. 

2. The Sam£, prepared for the State of Missouri. Cloth, 16mo, pp. 151. 
75 cts. 

Is it that this book was made because the time demanded it, or that the 
publication of a book which made the teaching: of Civil Government practi- 
cable led to a general desire that it should be taught ? Certain it is that this 
subject, formerly regarded as a "finishing" branch in the high school, is 
now found on every teacher's examination-paper, and is commonly taught 
in district schools. Equally certain is it that in the State of New Y^'ork this 
text-book is used more than all others combined, while in Missouri the first 
edition was exhausted in a month. 

S. A Chart of Civil Govei-nment. By Charles T. Pooler. Sheets 12x18, 
5 Cts. The same folded for the pocket, in cloth covers, 25 cts. 

Some commissioners have purchased these charts by the hundred and 
presented one to every school house in the county. 

U. Common School Laiv for Common School Teachers. A digest of the 
provisions of statute and common law as to the Eelations of the Teacher to 
the Pupil, the Parent, and the District. With 500 references to legal decis- 
ions in 28 different States. 16th edition, with Introduction for School Trus- 
tees, containing the most important General Provisions of the School Law. 
By C. W. Bardeen. 16mo, cloth, pp. 1G6. 75 cts. 

This has been since 1875 the standard authority upon the teacher's rela- 
tions, and is frequently quoted in legal decitions. The new edition is much 
more complete than its predecessors, containing all that has heretofore been 
published in " Brownell's Handbook for School Teachers and Trustees," 
and "The Institute Manual of School Law," with a Topical Table of Con- 
tents, and a minute Index. 

5. Laivs of New York relating^ to Common Schools, with Comments and 
Instructions, and a digest of Decisions. 8vo, leather, pp. 867. $4.00. 

This is what is kno\^^l as " The New Code of 1888," and contains all re- 
visions of the State school-law to date. 

6. The Poivers and Duties of Officers and Teachers. By Albert P. Mak- 
BLE. 16mo, paper, pp. 27. 15 cts. 

•. A vigorous presentation of tendencies as well as facts. 

7. First Principles of Political Economy. By Joseph Alden. IGmo, 
cloth, pp. 153. 75 cts. 

Ex-President Andrew D. White says of the book : " It is clear, well ar- 
ranged, and the best treatise for the purpose I have ever seen." 

8. The Ready Reference Law ManucU. By E. E. Knott. Cloth, 8vo, pp. 
381. $2.00. 

It is not meant for lawyers, but for all. It gives clearly and simply that 
of which it sometimes costs a man a good deal to be ignorant. 

C. W. BARDEEN, Publisher, Syracuse, IST, Y. 



■TEE SCHOOL BULLETIN PUBLICATIONS.- 



The Song Budget Music Series. 

1. TJie Song Budget. A collection of Songs and Music for Educational 
Gatherings. By E. V. DeGrapf, Paper, small 4to, pp. 76. 15 cts. 

This book owes its popularity to two causes: (1) It gives a great deal for 
the money. (2) The songs are not only numerous (107), but tJiey are the 
standard favorites of tlie last fifty years. 

This is why the book contains more music that will he used than any other 
book published. For in most books two-thirds of the tunes ai'e written by 
the compilers, who are of course partial to their own productions. The suc- 
cess of this book is due to the fact that only those songs were admitted 
that have proved to be universal favorites, and the result is a school singing- 
book of popularity unexampled. For instance, a single firm in Cleveland, 
■Ohio, had purchased of us up to Nov. 1, 1890, no less than 15,230 copies, be- 
sides 2,G0O of the School Room Chorus, and 3,100of the Century. 

S. The School Boom Chorus. A collection of Two Hundred Songs for 
Public and Pi-ivate Schools, compiled by E. V. DeGraff. Boards, small 4to, 
pp. 148. 35 cts. 

This is an enlarged edition of the Song Budget, with twice the number 
of songs The plates of the last edition are so arranged that it is identical 
with the' School Budget as far as page 68, so that both books can be used to- 
gether. 

S. Tlie Song 
Century. Small 
4to, pp. 87. Pap- 
•er,15 cts. Boards, 
;25 cts. 

The popularity 
<A\}a.'& Song Budg- 
^i made it no easy 
task to prepare a 
:similar collection 
to follow it in the 
schools where its 
•songs had be- 
come familiar. 
The songs here 
given are a fina 
choice from more 
than a thousand 
^which had been 
iselected from 
•every available 
source, but espe- 
cially from actu- 

aal and pleasing use in the school-room, though the book contains more 
pages than the Song Budget, the price is the same. Within six months from 
its first appearance 14.600 copies had been sold, and now the orders nearly 
equal those for the Budnet. 

C. W. BARDEEN, Publisher, Syracuse, N. Y. 




THE SCHOOL BULLETIN PUBLICATIONS.- 



Official Question Books. 

1. The New York State Examination Questions from the beginning to 
the present date. Cloth, 16mo, pp. 274, 50 cts. 

These annual examinations, only by which can State Certificates be ob- 
tained in New York, have a reputation all over the country for excellence 
and comprehensiveness. The subjects are as follows : 

Arithmetic, Grammar, Physics, Geography, 

Book-Keeping, Composition, Chemistry, Civil Government, 
Algebra, Rhetoric, Geology, Astronomy, 

Geometry, Literature, Botany, Methods, 

Drawing, History, Zoology, School Economy, 

Penmanship, Latin, Physiology, School Law. 

No answers are published, except in the following special volume. 

2. Dime Question Book on Book-Keeping, containing all the questions in 
that subject given at the first 15 New York Examinations for State Certifi- 
cates, with full Answers, Solutions, and Forms. Paper, 16mo, pp. 31, 10 cts. 

3. The Unifojm Examination Questions. By voluntary adoption of the 
113 School-Commissioners of the State of New York, certificates are now 
given only on examinations held under these questions, which are issued 
sealed from the State Department. All these Questions from the beginning to 
March 14th, 1889, are now published as follows, and we commend them as 
worth the attention of all who have to conduct or undergo examinations. 



I. 


Arithmetic, 


317 Questions, 


lO^cts. 


II. 


Key, 10^ 


III. 


Geography, 


709 






IV. 




V. 


Grammar, 


533 






VI. 


" ' 


VII. 


U. S. History, 


429 






VIII. 


" ' 


IX. 


Civil Government. 355 






X. 




XI. 


Physiology, 


345 






XII. 


" ' 


* A. 


The Civil Service 


Question Book. Cloth, 


16mo 


pp. 282, S1.50. 



42,000 places are now filled exclusively by appointments dependent on 
examinations. No favoritism is possible. You do not need the influence of 
Congressman or of politician. You have only to learn when the next ex- 
amination is held, apply for the necessary papere, present yourself, and 
answer the questions asked. The appointments are made from those who 
stand highest, and are open to women as well as to men. All the particu- 
lars as to these examinations, the places and dates where held, and how to 
apply, are here given with 943 specimen questions in Arithmetic, 575 specimen 
questions in Geography, 400 specimen questions in English Syntax, 100 each 
in American History and Civil Goveriiment, with full treatises on Book-Keep- 
ing and on Letter-Writing. To prepare for competition for places at $1,000 
and higher these subjects and t/iese Ofily are required. Any one who can 
answer the questions here given, to all of which full and complete answers are 
added, is ready to enter the next examination. 

Hon John B. Rilet, Chief Examiner, State of New York, July 10, 1888, 
says : " I am pleased with your Ci\il Service Question Book. It will not only 
be of service to those intending to try the Civil Service examinations, but 
teachers or others who are obliged to prepare questions for examinatiotjs in 
the common English branches will find it a great convenience." 

The N. E. Journal of Education says, Aug. 23, 1888 : " It is rai-ely that any 
book can be found with so many valuable and so few unimportant questions. ' ' 

5. SOOO Grammar Questions, with Answer's. By Henry Kiddle, A. M., 
formerly Superintendent of Schools, New York City, and now editor of 
Brown's Grammars. Cloth, 16mo, pp. 220. Price, $1.00. It is a great thing 
for teachers to be sure they are Hght, especially on some of the puzzling 
questions. As an authority Mr. Kiddle is second to no man living, and these 
answers prepared by him may be regarded as absolutely correct. 

C. W. BAKDEEN, Publisher, Syracuse, N. Y. 



THE SCHOOL BULLETm PUBLICATIONS,- 



' The Eegents' Questions. 

1. The Regents'' Questions in Arithmetic, Geography, Grammar and Spell- 
ing from the first examination in 1866 to June 1882. (No questions of later date 
will be printed.) Being the 11,000 Questions for tho -preliminary examinations 
for admission to the University of the State of Kc\,- York, prepared by the 
Regents of the University, and participated in simultaneously by more than 
250 academies, forming a basis for the distribution of more than a million of 
dollars. ComjJlete with Key. Cloth, IGmo, pp. 473. 02.00. 

2. Complete. The same as above but without answers. Pp. 340. $1.00. 
In the subjects named, no other Question Book can compare with this. 

either in completeness, in excellence, or in popularity. By Legislative En- 
actment no lawyer can be admitted to the bar in the State of New York, 
without passing a Regents' Examination in these subjects. 

S. Separately. The same, each subject by itself, all Manilla, 16mo. 

Arithmetic, 1293 Questions, pp. 93, 25 cts. Geography, 1987 Questions, pp. 
70, 25 cts. Crrammar, 2976 Questions, pp. 109, 25 cts. Spelling, 4800 Words, 
pp. 61, 25 cts. Keys to AHthmetic, Geography, and Grammar, each 25 cts. 

It. The Dime Question Books, with full answers, notes, queries, etc. Paper^ 
pp. about 40. By A. P. Southwick. Each 10 cts. 

Slementary SerittB. Advanced Seriss* 

3. Physiology. 1. Physics. 

4. Theory and Practice. 2. General Literature, 
6. U. S. History and Civil Gov't. 5. General History. 

10. Algebra. 7. Astronomy. 

13. American Literature. 8. Mythology. 

14. Grammar. 9. Rhetoric. 

15. Orthography and Etymology. 11. Botany. 

18. Arithmetic. 12. ZoOlogy. 

19. Physical and Political Geog. 16. Chemistry. 

20. Reading and Punctuation. 17. Geology. 

These 10 in one book. Cloth, $1.00. These 10 in one book. Cloth, $1.00. 

Extra Volumes, 21. Temperance Physiology, 22. Book-Keeping, 23. Let- 
ter-Writing, each 10 cts. 

The immense sale of the Regents' Questions in Arithmetic, Geography, 
Grammar, and Spelling has led to frequent inquiry for the questions in the 
Advanced Examinations. As it is not permitted to reprint these, we have had 
prepared this series, by which the teacher need purchase books only on the 
subjects upon which special help is needed. Frequently a $1.50 book is 
bought for the sake of a few questions in a single study. Here, the studies 
may be taken up one at a time, a special advantage in Neio York, since ajypli- 
cants for State Certificates may now present themselves for examination in only 
part of the subjects, and receive partial Certificates to be exchanged for full Cer- 
tificates when all the branches have been passed. The same plan is very gener- 
ally pursued by county superintendents and commissioners who are encour- 
aging their teachers to prepare themselves for higher certificates. 

5. Quizzism. Qiiirks and Quibbles from Queer Quarters. Being a Melange 
of questions in Literature, Science, History, Biography, Mythology, Philolo- 
gy, Geography, etc. By A. P. Southwick. Cloth, 16mo, pp. 55. 25 cts. 
The same with Key, $1.00. 

A stimulus for home study, and invaluable for school or teachers*' 
gatherings. 

6. A Quiz-Book on the Theory and Practice of Teaching. By A. ?► 
Southwick. Cloth, 12mo, pp. 220. Price $1.00. 

This is one of the six books recommended by the State Department for* 
study in preparation for State Certificates. ^ 

C. W. BABDEEN, Publisher, Syracuse, N. Y. 



■TEE SCHOOL BVLLETIN PUBLICATIONS. 



School Eecords and Reports. 

1. The Bulletin Class Register. Designed by Edward Smith, Superld" 
tendent of Schools, Syracuse, N. Y. Press-board cover. Three Sizes, (a) 6x7, 
for terms of twenty weeks; (6) 5x7, for terms of fourteen weeks. When not 
otherwise specified this size is always sent. Pp. 48. Each 25 cts. (c), like (6) 
but with one-half more (72) pages. Each 35 cts. 

This register gives lines on each of 12 pages for 29 names, and by a nar- 
row /ea/puts opposite these names blanks for one entry each day for either 
14 or 20 weeks, as desired, with additional lines for summary, examina- 
tions, and remarks. Nothing can be more simple, compact, and neat, where 
it is desired simply to keep a record of attendance, deportment, and class- 
standing. It is used in nearly two-thirds of the union schools of New York. 

2. TJie PeaJbody Class Fecord, No. 1, with 3 blanks to each scholar each 
day for a year. Boards 4^^x93^, pp. 100, $1.00. No. 2, with 5 blanks to each 
scholar, 8x11, $1.50. Like No. 1, but gives 3 or 5 blanks each day. 

S. Byan's School Becord, 112 blanks to a sheet, per dozen sheets, 50 cts. 
h. Keller's MmthJy Beport Card, to be returned with signature of parent 
or guardian, card-board 2%x4, per hundred, $1.00. 

5. Babcock's Excelsior Grading Blanks, manilla, 3x5, with blanks on both 
€ides. Comprising (a) Report Cards; (&) Grade Certificates for each of 9 
grades; (c) High School Certificate (double size). Pi-ice of (a) and (&) $1.00 a 
himdred; of (c) $1.50 a himdred. 

6. Shaw's Scholar's Register, for each Week, with Abstract for the Term. 
Paper, 5x7* pp. 16. Per dozen, 50 cts. Each pupil keeps his own record. 

7. Jacks<yn?s Class Becord Cards. Per set of 90 white and 10 colored 
■cards, with hints, 50 cts. Only impeifect recitations need be marked. 

8. Aids to School Discipline, containing 80 Certificates, 120 Checks, 200 
Cards, 100 Single and Half Merits. Per box, $1.25. Supplied separately per 
hundred: HalfMerits, 15 cts.. Cards, 15cts., Checks, 50 cts., Certificates, 50cts. 

The use of millions of these Aids, with the unqualified approval of teach- 
ers, parents, and pupils, is assurance that they are doing great good. 

They save time by avoiding the drudgery of Record keeping and Reports. 

They abolish all notions of "partiality" by determining the pupil's 
standing with mathematical precision. 

They naturally and invariably awaken a lively paternal interest, for the 
pupil takes home with him the witness of his daily conduct and progress. 

They are neat in design, printed in bright colors. The Certificates are 
prizes which children will cherish. The Single Merits and Half Merits are 
printed on heavy card board, the Cards and Checks on heavy paper, and both 
may be used many times— hence the system is cheap, as well as more at- 
tractive than any other to young children. 

9. Mottoes for the School-Boom. By A. W. Edson, State Agent of Massa- 
chusetts. Per set of 12 on heavy colored card-board 7x4 inches, printed on 
"both sides, $1.00, post-paid, $1.10. 

These mottoes are " Never too Late," " Above all, be Useful," " Dare to 
Say No," "God Bless our School," "Avoid An^er," "Be Good, Do Good," 
" Think, Speak, Act the Truth," "Fear to Do Wrong," "Misspent Time is 
lost Forever," " Sneak the Truth," " Act Well Your Part," " Strive to Ex- 
■cel," "Try, Try Again," "Be Diligent, l^romot. and Useful," "Think Good 
Thoughts," " Learn to Study," '* Before Pleasure Comes Duty," "Think 
First of Others," " Dare to Do Right," " Order is Heaven's First Law," "A 
Will Makes a Way," "Study to Learn," "Hold Fast to Honor," "God 
Sees Me." (12) 

C. W. BARDEEN, Publisher, Syracuse, N. Y. 



THE SCHOOL BULLETIN PUBLICATIONS. 

Maps, Charts and Globes. 

1 Johnston's Wall Maps. These are of three sizes, 27x^3 inches, costing 
$1.50 each ; 40x48, costing $3.50 each ; and 63x72, costing $8.00 each. 

The Common School Series includes {a) Hemispheres, (&) North America, 
(fi) South America, (rf) United States, (e) Europe, (/) Asia, {g) Africa. Others 
sometimes substituted or added are {h) World, Mercator's Protection, (i 
Eastern Hemisphere, {k) Western Hemisphere. 

We can furnish also in the 40x48 size : (0 England, {m) Prance, (n) Italy, 
(0) Spain, {p) Central America, (g) Orbis Veteribus Notus, (r) Italia, Antiqua, 
(s) Greecia Antiqua, (Jt) Asia Minor, (w) Orbis Romanus, {oi) De Bello Gallico, 
{X) Canaan and Palestine, {y) Bible Countries, (z) United States, historical, 
showing at a glance when and whence each portion of its territory was de- 
rived—a very valuable map in history classes. 

All these maps are engraved on copper, and printed in permanent oil 
colors. All are cloth-mounted, on rollers. Spring rollers are added at an 
extra cost of $1.00, $1.50, and $2.50 respectively. 

2 Special Consignment of T. Euddiman Johnston's Maps, 40x48, in sets only, 
including Hemispheres, North America, South America, United States, poli- 
tical. United States, historical, Europe, Asia, and Africa, 8 maps, regular 
price $28.00, at $15.00 per set. They were prepared for a firm m the west who 
have been obliged to discontinue the business, and were sent to us by the 
Johnston Co. with intention to close them out at once. Hence the unparal- 
lelled price, which applies only to this 100 sets. 

S. Relief Maps made by the Btjrgi Brothers. Switzerland, 26x30, $10.00. 
Palestine, 22x35, $10.00, United States 43^x6 ft., $40.00 (nearly ready). 

These are incomparably the best relief maps ever manufactured. Send 
for detailed circular. 

h. 3fap of New YorTc State, colored both by Counties and by Towns, 
21^x3 ft. on rollers. Paper, $1.00 ; cloth, $2.00 

5. Adams's Large Map of New York State, 61x66 inches. Cloth, on rollers, 
$10 00 ; on spring rollers, $12.00. We are now the sole proprietors of this 
latest and best map, and can hereafter fill all orders promptly. 

6. Map of Onondaga County. Cloth, 4x4i^ ft. $10.00. 

7. Dissected Map of Neio Yoi% sar^ninto CoxxaiiQS,. 75cts. 

8. Dissected Map of the United States, sawn into States. 75 cts. 

9 Chart of Life Series of Physiology Charts, 23x27 inches. , These show 
every organ, life-size and in place. Per set, $10.00 ; on spring rollers, $12.50 

10 EcJcharVs Anatomical Charts, consisting of 12 double plates, with 
more than 100 distinct and separate figures. Per set, $15.00. 

11 Reading Charts of all kinds. Appleton's, $12.50 : Monroe's Com- 
plete, $10.00. Monroe's Abridged, S6.00, etc. 

The School Bulletin Globe. While we keep a dozen styles always in stock, 
we recommend this especially because : 1. It is 12 or 6 inches in diameter. 2. 
It has a low and heavy Bronzed Iron Frame. Its axis is ajustable. 4. It 
shows an entire Hemisphere. 5. Its Meridian is movable. 6. Its map is 
Johnston's. 7. It is shipped to any address at $10.00 for a 12-inch or $3.00 for 
6-inch size. Wc have also a 6-inch Globe at $1.00. 

C. Wo BAKDEEN, Publisher, Syracuse, N. Y, 



TEE SCHOOL BVLLETm PUBLICATIONS.- 



Blackboard Slating. 

No feature of the school-room is of more vital importance to the health 
of scholars and teachers than the Blackboard. If it be gray or greasy the 
amount of chalk used fills the air with dust which produces catarrhal and 
bronchial diflaculties, and yet makes so faint a mark that the children's 
eyes are permanently injured. Choice should be made among the following 
materials. 

1. Solid Slate. This is durable, but costs from 30 to 50 cts. a square foot, 
Is noisy, not black enough in color, and unhealthful because there is com- 
monly used upon it the softest crayon. Where solid slate is already in, we 
recommend the Slate Pencil Crayon, as the only preventive of serious disease. 

But it is better to put either upon the plastered wall, or upon the wall 
covered with manilla paper, or upon wooden boards, one of the following 
preparations. 

2. Agalite Slating. This may he sent by mail, and usually gives fair satis- 
faction. Price, i)ost-i)aid, for box to cover 400 feet, one coat, $6.00; 200 feet, 
$3.25; 100 feet, $1.75; 50 feet, $1.00. We furnish the Black Diamond or Sili- 
cate Slating at the same price, but it can be sent only by express. 

3. Slate Pencil Slating. This remarkable preparation does away alto- 
gether with chalk-dust, having sufficient grit to take a distinct mark from a 
slate-pencil. Soft crayon should never be used tipon it, unless it is first rubbed 
down to smoother surface. It is a pure alcohol slating, and therefore dura- 
ble. Price per gallon, covering 600 ft., one coat, $10.00; quarts, $2.75; pints 
$1.50. 

L Homsione Slating. This is new, and altogether the best ir''the 
market, making a really stone surface which is yet absolutely black. There 
is no waste of chalk, even with soft crayon, while the National H produces 
a beautiful clear mark. It contains no oil or grease, and grows harder with 
age. It is put on with a paint-brush, and adheres to any material, so that it 
may be put on walls, boards, paper, or any other smooth surface. Price 
$8.00 per gallon, covering 200 feet with tivo coats, or 100 feet with four coats, 

The application of ttvo coats is recommended for old or imperfect 
boards, where the surface is not firm enough to make it worth while to put 
on a first-class surface. It makes the cheapest of all durable slatings, and 
is put on readily by any one. 

But for new boards, and old boards witli good foundations, we recom- 
mend the two additional coats, with a final rubbing down with pumice- 
stone. This gives a blackboard never yet equalled. 

Sup't Smith, of Syracuse, says: " Your Hornstone Slating is now in use 
in four of our buildings, and I have no hesitation in saying that it is superior 
to solid slate or to any other blackboard surface I ever saw."— Principal 
Miner, of Skaneateles, says: " Its very smooth surface saves crayon and les- 
sens the amount of chalk-dust in the room I do not hesitate to say that 

it is the best board I ever used." After a year's trial in Rochester it was 
adopted for universal use in the public schools, even the solid slate boards 
being covered with it. Large circular with full directions sent on applica- 
tion. Do not give orders for blackboards till you have seen this slating. 

» C. W. BARDEEN, Publisher, Syracuse, N. Y. 



• TBE SCHO OL B ULLETIN PUB LI CA TI0N8.- 



Dustless Blackboard Erasers. 

When you have got a ^ood blackboard be sure and get good Erasers. 
The Carpet Eraser, once almost universally used, has been rejected : the 
hard twine glazes and wears off the slated surface. Tacks carelessly driven, 
and points projecting into the erasive material, have ruined or defaced 
many blackboards. Such tacks are not found until they have done some 
damage. Besides, Carpet Erasers, or any other with flat surface, merely 
brush the crayon down to the crayon-ledge, and thence to the floor, whence 
it is constantly rising and permeating the air of the school -room. For this 
xeason Dustless Erasers are now almost universally used, their peculiarity 
being that they provide spaces into which the crayon dust falls and where 
It remains until shaken out, outside the school-room. The best are : 

1. Jones''s VcLcumn Eraser. 
15 cts. each by mail, Sl-OO a 
dozen by express. The prin- 
ciple of this eraser is wholly 
new. The felt has a smooth 
edge, and sweeps the dust 
into the hollow handle. The 
motion of the eraser produces 
a current of air w^hich drav.'S 
the dust mto the handle and 
holds it there. Chancellor 
Sims, of Syracuse Universi- 
ty, says, " They are the best 
we have ever used." 
^. McCully'*8 Perflated Eraser. 15 cts. each by mail, S1..00 a dozen by 
express. This works upon a different principle. It deposits the cnaiK 





through the holes in the grooves, leaving the surface of the eraser always 
clean, and thus enabling it to take up every particle of dust. It is the neat- 
est and prettiest eraser made. Principal Clapp of Fulton, N. 1 ., says : I 
have used the McCully Eraser in my school for nearly two years, and un- 
hesitatingly recommend it as the best eraser on the market.' 

S. The Star Eraser. 12 
cts. each by mail, 75 cts. a 
doz. by express. This is 
made of strips of woolen 
I cloth tightly woven. It 
has great cleansing power 
and is light and durable. 
While not equal to the 

Vacuum or the Perforated 

Eraser, it is cheaper and better than most of the other so-called "dust- 
less " erasers. 

C. W, BAIlI>EE:Nr, Manufacturer, Syracuse, I^. Y. 




School Bulletin* Teachers' Agency. 

Not one desirable place in fifty is filled now-a-days except directly or 
inairectly through the medium of a Teachers' Agency. Nearly all teachers 
holding responsible positions are themselves enrolled in some Agency and 
give to this Agency immediate information of prospective changes. Hence 
an outside teacher has no chance to learn of vacancies. Before he hears of 
them they have been filled by candidates notified by the Agency. A pro- 
gressive teacher could afford the annual fee for enrolment in an Agency for 
the information alone. He might not care to use it, but it is worth two dol- 
lars a year to be sure he has missed no opportunities he would like to know 
of. 

The Best Agencies, however, do not depend on information alone. By 
repeated successes, by fair dealing and through the influence of the teach- 
ers they have placed, they have won the confidence of many school boards 
and employing principals. There are hundreds of schools that systematically 
engage all their teachers through an Agency and will not consider applica- 
tions from any other source. 

^The Fact is, matters do not go so much by chance as they used to in fill- 
ing vacancies. Time was when nothing was said or thought of changes till 
the end of the year, but nowadays teachers and school boards both have 
their eyes wide open. We happen to know as we write that a man now 
principal of a S1600 school will before the end of the year be appointed 
teacher in one of the normal schools. We are pretty well satisfied that a 
man now getting $1400 will have the $1600 place. If he gets it we have our 
eye on another man now getting $1100 who will be glad of the $1400 place : 
in every case because these men are especially fitted for these places and 
desirous of them. All this in January. Now next June some principal who 
saves his two dollars by not registering in an Agency will read in the morn- 
ing newspaper that Principal So-and-so has been appointed to such a chair 
in such a normal school, and will pack his valise, take the train, and hurry 
off to Principal So-and-so's present place to appJy for his position before 
anyone else gets there. It will surprise him to learn that the vacancy was 
provided for six months before— if he does find it out. He hSs saved his two 
dollars registration fee but he has lost his time, his car-fare, and whatever 
chance he stood of the place. 

One year we sent Principal Poland to the Jersey City high school at 
$2500 ; that left a vacancy at Ilion which we filled by sending Principal Wm- 
ne at $1600 ; that left a vacancy at Canastota which we filled by sending 
Principal Ottaway at $1200; that left a vacancy at Amsterdam Academy, and 
so on. 

Dm you ever see people stand in line at the post-office waiting for their 
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